225
226 1998 1998
227 2000 1999 portfolios 1997
228 1 40 1. 2. 40 3. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 2 3
1999 / 35 86 229
230
231
232 ( 88.9.16)
233 3 4
234 1 2 3 4 5 6. 7
235 1715 918
22634415 279.14 14 8 5 63122 0 0 0 29 0 1 0 236
237 30 4 1/8
238
239 10
240
241 4
242
243 ----
244
245 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
246
247 ~~
248 34
2000 1998 1999 PP.66-82 249
TRANSPARENCY OF TEACHERS ACTIONS ON MATHEMATICAL PORTFOLIOS ASSESSMENT Pi-Jen Lin*, Yo-Ling Shih**, Tzu-Ching Cheng*** *National Hsin-Chu Teachers College ** ***Ding-Po Elementary School of Shin-Chu City This paper reported two teachers actions on practicing mathematical portfolios assessment, which was a main topic of a study on mathematics assessment investigated by the first author of the paper. Five stages, no feather, up and down, ready to fly, swing wings, and flying, as a metaphor of Yo s acting processes of mathematics portfolios assessment, was reported by Yo in Flying in the Sky. Ching s sharing her experience with teachers in My Experience of Acting on Students Mathematical Journals was called for professional reactions from teachers. The revelation of teachers acting strategies made the researcher, the first author of this paper, understand the gap between theory and practice, and examine the validity of theory. It is evidenced that students mathematical journals contributed to children s increased cognitive and affective learning in mathematics. Researcher s assistance, teachers discourses occurred in a collaborative mathematics team, parents assistance changed from hindrance, and teacher himself were the factors of influencing acting mathematical portfolios assessment. The processes of writing for an action report reinforced two teachers reflections to action and then gained the confidence to profession. Key words: mathematical portfolios assessment, students mathematical journals, action research, problem posing 250